MITE Seminar, Summer 2004

1. MITE Seminar, Summer 2004 Infusing Mathematics Instruction into CTE David Hopkins Technology Instructor North Callaway High School dhopkins@mail.northcallaway.k12.mo.us

3. Road Map The Need CTE and NCLB Accountability CTE and Math The Opportunity Strategies and Obstacles

4. The Need The Need for Math Literacy

5. The need for math Automotive industry experts, for example, note that the cars and trucks sold today �feature more sophisticated components than were in the NASA Apollo 11 spacecraft�

9. Employer needs Employers are demanding stronger reading, writing, and math skills of all of their workers and reporting that too many recent high school graduates are not making the grade. 63 percent express dissatisfaction with graduates� math skills.

10. CTE and NCLB Career and Technical Education and No Child Left Behind

12. CTE can prove support of NCLB by: reducing dropout rates improving academic achievement preparing more students to be successful in postsecondary education.  CTE and NCLB

14. Cuts in CTE Congress will be surely looking to cut CTE funding in some fashion, and it is predictable that states will begin cutting CTE funding in response to federal cuts.

16. Accountability Justifying your Program

17. �Rigor and Relevance� The premise for the Standards Plus program is embodied in this quote. The premise for the Standards Plus program is embodied in this quote.

18. CTE must integrate It is imperative that CTE programs successfully integrate academics with technical education, and provide the data demonstrating successes so that Congress would want to continue funding it in the future. 

19. State requirements Each state has to present �objective, quantifiable, and measurable� results.

20. Accountability At the high school level, the accountability system will focus on the outcomes of students who enroll in a sequence of two or more courses in a pathway.

21. CTE expectations Each CTE pathway must consist of an articulated sequence of courses that include challenging academic classes and technical coursework, and culminate with an industry-recognized certificate, or degree, or certificate of completion from a registered apprenticeship.

23. Accountability In Math Secondary Performance Indicators Math preparation, as measured by the percentage of participating students who complete Algebra I, Geometry, and Algebra II

24. HSTW Expectations High Schools That Work (HSTW) expects students to combine their technical studies with college prep academics consisting of at least: 3 credits of mathematics including Algebra I, Algebra II, and Trigonometry

26. Complaints? Whine time How do you feel about No Child and the state of CTE?

27. CTE and Math The integration of math instruction into CTE classes

28. Math/CTE connection Until a few years ago, all efforts to integrate academics and CTE were focused on math and science teachers, who were encouraged to teach their subjects within the context of real-world applications. Now it�s time for CTE teachers to "reach across" from the other side by infusing higher levels of math and science into their courses.

29. NCTM-Technology and change Technology has changed the ways in which mathematics is used and has led to the creation of both new and expanded fields of mathematical study. Thus, technology is driving change in the content of mathematics programs, in methods for mathematics instruction, and in the ways that mathematics is learned and assessed.

30. NCTM and CTE Using the tools of technology to work in interesting problem contexts can facilitate students' achievement of a variety of higher-order learning outcomes, such as reflection, reasoning, problem posing, problem solving, and decision making.

31. The Opportunity Effective CTE teachers

35. The Opportunity CTE teachers and student access

37. Most Students take CTE The majority of high school students take at least one career and technical education course in high school where they encounter a substantial amount of embedded mathematics. But unless mathematical concepts and procedures are made explicit, it is unlikely that they will transfer outside the classroom.

38. Short summary Students need math CTE must change direction Integrating math is a logical step CTE educators can make a difference Why aren�t we doing it?

39. Obstacles Lack of training

42. Strategies How to meet the challenge

44. Things you can do on your own Offer problem of the week Use math worksheets on those �odd� days Ask students to explain why a procedure works

45. 4/29/2012 45 Partneringwith a math teacher Share vocabulary Plan a common unit Address common concepts Ask about MAP weaknesses

46. Partnering with industry/higher ed Find out what they need Bring in guest speakers Use field trips Use real applications

47. Relating�Learning in the context of what is already understood or believed Experiencing�Learning in the context of exploration, discovery and invention Applying�Learning in the context of how information is used Cooperating�Learning in the context of sharing, responding and communicating Transferring�Using knowledge in new contexts and novel situations Relating�Learning in the context of what is already understood or believed Experiencing�Learning in the context of exploration, discovery and invention Applying�Learning in the context of how information is used Cooperating�Learning in the context of sharing, responding and communicating Transferring�Using knowledge in new contexts and novel situations

48. 4/29/2012 48 Difficult Issues Scheduling for team-teaching purposes for planning Identifying specific math topics that apply to all career cultures in CT Reliance on informal mathematics in CT settings

49. "Who will teach this?" We will need for those (current CTE) teachers to present new occupational content using more and higher levels of academic content�a job that they were not hired for and that will require using academic skills that they have not drawn on for a long time.